International learning: bridging the gap through exchange programmes

Paramedic education and those who commission it in the United Kingdom (UK) are seeing a call for a number changes in the pedagogical perspectives and theoretical frameworks being used. Student interaction continues to be at the centre of all that has been, and continues to be strived for. The purpose of this article is to expound the benefits of participation in collaborative exchange programmes. Further, to consider the possibility of subsequent ongoing continuous organisational links to foster and promote paramedic student interaction in online learning activities via classroom-based software, online contact or social media. While many established and emerging technologies may offer a range of opportunities for engaging in collaboration (in both synchronous and asynchronous learning environments), it is essential that a true contact bond is established at the onset and maintained throughout in order for high quality distance, blended or collaborative education programmes to be successful.

It is the intention of the authors to describe the history and evolution of the paramedic student exchange programme established between Liverpool John Moores University (LJMU) and Centennial College, Toronto. Exploring the challenges and barriers that undoubtedly all exchanges face in the planning phase should serve as a rudimentary road map for others interested in doing a similar exchange of their own. Further to this, we hope to consider the benefits of the programme for the future—the future of academic paramedicine, the future of patient care directives and the future of employability of those pre-registration students who engage in the programme.